Motivation has been considered a prerequisite for the success of second and foreign language learners, as lack of motivation can damage the learning process to a large extent of the language even when all other essential conditions are provided (Dornyei, 2005, 2010). Achievement and motivation can be said to have a mutual connection. Motivation leads to learning, and in turn, high results (in tests or assessments of any kind) improve motivation. The socio-educational model (Gardner, 1985) explicitly proposes mutual causality. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay That is, it argues that motivation influences language success and that language success as well as experiences in formal and informal language contexts influence attitudes and motivation (which are seen as some of many possible non-linguistic outcomes). (as cited in Gardner and Maclntyre, 1993) This relationship between motivation and achievement has been supported by numerous studies. The first investigation of the relationship between attitudes and motivation and performance in a second language was published by Gardner and Lambert (1959), although such relationships had been hypothesized previously. The Attitude/Motivation Test Battery (AMTB) was developed to measure a number of attributes associated with learning a second language. In a meta-analysis that investigated the relationship between performance in the second language and five attitude/motivation variables of Gardner's socio-educational model, it was clearly demonstrated that the correlations between performance and motivation are higher than those between other variables (integrativity , attitudes towards the learning situation, integrative orientation, or instrumental orientation). The model proposes that integrativeness and attitudes toward the learning situation are two related variables that support an individual's motivation to learn an L2, but that motivation is responsible for success in the second language. (Masgoret and Gardner, 2003 ). In this study, the hypothesis was directly tested by Gardner (1979), who studied correlations between measures of integration, attitude toward the learning situation, and motivation with objective measures of French achievement, grades in French, and speech production in two samples of eleventh grade students. He found that correlations of motivation with all three performance measures were higher than those of measures of other variables. (Masgoret and Gardner, 2003). Another successful study conducted by Ali Osman in 2009 investigated the importance of the types of motivation students need to learn a foreign language (Osman, 2009). The results of this study confirmed the importance of integrative, instrumental, and work-avoidance motivations in second language learning. Another example of motivation as a strong predictor of L2 achievement is the study conducted by Gardner, Trembley, and Mesgoret (1997). They used structural equation modeling to identify the relative importance of a number of IDs and explored the causal relationship between them. (as cited in Lowie, Dijk, Chan & Verspoor, 2017). Still other research has used laboratory techniques to investigate the causal nature of attitudes, motivation, and language outcomes. such research has shown that the rate of learning French/English vocabulary pairs is faster for those with high rather than low levels of AMI (Gardner, Lalonde & Moorcroft, 1985) as well as integrative motivation (Gardner &, 1993)